Performance
Hurley Elementary — Academic Performance
Standardised assessments, graduation outcomes and college-readiness metrics for Hurley Elementary in Visalia, California.
Headline Indicator
—
Data not yet captured
Science (CAST)
California Science Test, percentage meeting or exceeding the standard, 2025
CAASPP
45%
Met or exceeded the standard
2025
11%
Exceeded the standard
85
Students tested
| Grade | Met or exceeded | Exceeded | Tested |
|---|---|---|---|
| Grade 5 | 45% | 11% | 85 |
Source: test_scores, CAASPP science results for 2025. Percentages are of students with a reported score. Results for very small groups are suppressed by the state and show as -.
Results by Student Group
CAASPP 2025, percentage meeting or exceeding the standard for each reported student group
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| All students | 63% 332 tested | 58% 332 tested | 45% 85 tested |
| Gender | |||
| Female | 68% 172 tested | 58% 172 tested | 40% 43 tested |
| Male | 58% 160 tested | 58% 160 tested | 50% 42 tested |
| Race and ethnicity | |||
| Asian | 64% 22 tested | 59% 22 tested | - |
| Hispanic or Latino | 55% 180 tested | 49% 180 tested | 36% 45 tested |
| White | 84% 68 tested | 76% 68 tested | 67% 21 tested |
| Two or more races | 62% 58 tested | 62% 58 tested | - |
| Socioeconomic status | |||
| Economically disadvantaged | 53% 176 tested | 45% 176 tested | 24% 45 tested |
| Not economically disadvantaged | 74% 156 tested | 72% 156 tested | 68% 40 tested |
| English learners | |||
| English learners | 25% 24 tested | 25% 24 tested | - |
| English learners, 12 months or more | 25% 24 tested | 25% 24 tested | - |
| Reclassified fluent English proficient | 83% 24 tested | 75% 24 tested | - |
| Ever an English learner | 54% 48 tested | 50% 48 tested | 36% 11 tested |
| Never an English learner | 64% 284 tested | 59% 284 tested | 46% 74 tested |
| English only | 64% 281 tested | 59% 281 tested | 46% 71 tested |
| Disability | |||
| Students with disabilities | 14% 35 tested | 11% 35 tested | - |
| No reported disability | 69% 297 tested | 63% 297 tested | 47% 78 tested |
| Parent education | |||
| Parent not a high school graduate | 29% 17 tested | 18% 17 tested | - |
| Parent high school graduate | 50% 50 tested | 38% 50 tested | - |
| Parent some college | 54% 85 tested | 48% 85 tested | 23% 22 tested |
| Parent college graduate | 71% 83 tested | 70% 83 tested | 58% 26 tested |
| Parent graduate school | 78% 86 tested | 74% 86 tested | 70% 20 tested |
View 13 further student groups reported by the state
| Student group | English Language Arts | Mathematics | Science |
|---|---|---|---|
| Not migrant education | 63% 332 tested | 58% 332 tested | 45% 85 tested |
| Not foster youth | 63% 330 tested | 58% 330 tested | 45% 84 tested |
| Not armed forces family member | 63% 328 tested | 58% 328 tested | 45% 84 tested |
| Not homeless | 64% 322 tested | 58% 322 tested | 45% 84 tested |
| Fluent English proficient and English only | 66% 308 tested | 60% 308 tested | 46% 83 tested |
| Hispanic or Latino (Econ. Disadvantaged) | 47% 113 tested | 40% 113 tested | 25% 28 tested |
| Hispanic or Latino (Not Econ. Disadvantaged) | 69% 67 tested | 66% 67 tested | 53% 17 tested |
| White (Not Econ. Disadvantaged) | 90% 52 tested | 85% 52 tested | 76% 17 tested |
| Two or more races (Not Econ. Disadvantaged) | 61% 33 tested | 67% 33 tested | - |
| Two or more races (Econ. Disadvantaged) | 64% 25 tested | 56% 25 tested | - |
| Asian (Econ. Disadvantaged) | 65% 20 tested | 55% 20 tested | - |
| White (Econ. Disadvantaged) | 63% 16 tested | 50% 16 tested | - |
| Parent education declined to state | 64% 11 tested | 64% 11 tested | - |
Source: test_scores, CAASPP 2025 student group breakdown. Groups the state suppresses for privacy, or that are too small to report, show as - rather than zero. Groups overlap, so the figures do not sum to the all students row.
English Learner Proficiency (ELPAC)
English Language Proficiency Assessments for California, summative overall performance, 2025
2025
19%
Level 4, well developed
The level used towards reclassification
2025
47%
Level 3 or 4, moderately or well developed
43
English learners tested
| Grade | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| Kindergarten | 5 | - | - | - | - | - |
| Grade 1 | 9 | - | - | - | - | - |
| Grade 2 | 5 | - | - | - | - | - |
| Grade 3 | 7 | - | - | - | - | - |
| Grade 4 | 6 | - | - | - | - | - |
| Grade 6 | 9 | - | - | - | - | - |
Level 1 Minimally developed. Level 2 Somewhat developed. Level 3 Moderately developed. Level 4 Well developed.
View ELPAC by student group (20 groups)
| Student group | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 3 or 4 |
|---|---|---|---|---|---|---|
| ELs enrolled 12 months or more | 39 | 21% | 31% | 31% | 18% | 49% |
| No Special Education Services | 39 | 21% | 36% | 23% | 21% | 44% |
| Primary language: Spanish | 36 | 25% | 25% | 28% | 22% | 50% |
| Economically Disadvantaged | 34 | 24% | 35% | 26% | 15% | 41% |
| Hispanic or Latino | 30 | 30% | 27% | 23% | 20% | 43% |
| Male | 23 | 30% | 30% | 26% | 13% | 39% |
| Female | 20 | 10% | 35% | 30% | 25% | 55% |
| EL - 1 year in program | 10 | - | - | - | - | - |
| Not Economically Disadvantaged | 9 | - | - | - | - | - |
| EL - 3 years in program | 8 | - | - | - | - | - |
| Asian | 7 | - | - | - | - | - |
| EL - 6+ years in program | 7 | - | - | - | - | - |
| EL - 2 years in program | 6 | - | - | - | - | - |
| EL - 4 years in program | 6 | - | - | - | - | - |
| Two or more races | 6 | - | - | - | - | - |
| At-Risk of LTEL | 5 | - | - | - | - | - |
| EL - less than 1 year in program | 4 | - | - | - | - | - |
| ELs enrolled fewer than 12 months | 4 | - | - | - | - | - |
| Primary language: All remaining languages | 4 | - | - | - | - | - |
| Special Education Services | 4 | - | - | - | - | - |
Source: school_elpac, California Department of Education summative ELPAC 2025. Percentages are of English learners with a reported overall performance level. Grades and groups too small to report are suppressed by the state and show as -, which is not the same as zero.
Sources: state assessment files (EDFacts), school_graduation_v2 (NCES adjusted-cohort), school_sat_act + CRDC SAT/ACT.